Meet Kendall Goldenson, a 91¸ŁŔűÉç senior who is paving her way toward a meaningful career in teaching, and eventually, educational policy.

Through her educational journey, she’s discovered that impact isn’t just about what happens now, but also how it shapes the future.

“I’ve always wanted to make an impact on the world, and I’ve always felt like working with children is the best way to do that,” says Goldenson.

For her, the dream isn’t just about being an educator but creating environments where every student, from all backgrounds, can thrive.
At 91¸ŁŔűÉç, Goldenson's experiences have only deepened her passion for education.

“I love the School of Education’s mission and vision,” she said. “When I visited, the dean personally gave my family a tour. That personal touch really stood out to me.”

Opportunities to lead and learn

Since enrolling, she has embraced leadership opportunities, including the School of Education Student Government and supporting its initiatives and contributing to policy discussions that amplify student voices.

Goldenson aspirations extend beyond the classroom, with interests ranging from curriculum development to ensuring inclusive practices for English language learners and students with disabilities; she’s determined to make systemic changes.

“Schools should be supportive environments where every child meets their goal,” she said. “I don’t ever want a child to feel like they’ve been failed.”

When asked about her future, Goldenson lit up with enthusiasm, crediting Ruth Bader Ginsburg as an inspiration: “I watched a film about her and it changed my life,” she explained. “I want to be that woman who walks into a room and commands respect, all while being 4’11.”

She shares at least a couple of traits with the Supreme Court icon and one of her role models: a small stature combined with a big passion for standing up for her values and the voices of others. This resolve has contributed to her dreams of combining education and policy.

Prioritizing joy

Despite her busy schedule of centering coursework, student teaching, Student Government leadership responsibilities as a co-president, and more, Goldenson emphasizes the importance of balance. Whether it’s exploring coffee shops, attending concerts, or indulging in her love for baking, she finds time to connect with life beyond academics.

“I could see why people might think school is my whole life, but it’s about finding joy in the little things,” she said.

Her energy is contagious, a reminder that educators are individuals with passions that fuel their drive.

Looking forward to the future

As her undergraduate journey comes to a close with graduation approaching this semester, she’s ready to take the next step. With plans to first teach elementary school before transitioning into policy work, she’s committed to making schools inclusive, supportive environments for all.

“Education is about showing children they’re loved and supported,” she concluded. “It’s about being that person who believes in them when they need it most. That’s the kind of teacher I want to be.”

Goldenson’s story is a reminder that the most profound change often starts small: in classrooms with students who feel valued and with educators who dream big.

Off

Throughout her academic journey at the 91¸ŁŔűÉç School of Education, Bethany Morton has demonstrated an unwavering dedication to creating inclusive and supportive learning environments for her students, particularly children from marginalized backgrounds. 

A fourth-grade teacher at Colfax Elementary School, Morton has been selected as this year's outstanding STEM Education master’s graduate for the ways she thoughtfully questions how current practices and policies in math and science education are not yet serving minoritized youth and her support of colleagues and educators seeking more humanizing mathematics education experiences for students.

“Bethany draws upon her expertise in sociology by delving deeply into the history of the subject areas to theorize how they led to inequitable experiences for minoritized youth at a foundational level,” said award nominators and STEM Education Faculty David Webb and Melissa Braaten. “Bethany understands the constraints imposed upon her as a classroom teacher and factors that contribute to educational injustice.”

Morton’s capstone project investigated the presence of opportunities for mathematical reasoning and justifications in elementary classrooms, identifying areas for teacher collaboration and professional development to better support educators and student learning. 

Reflecting on her experiences at 91¸ŁŔűÉç, Morton said she is grateful for the advocacy in education that was modeled by her professors and encourages new students to embrace authentic learning experiences. 

“During challenging times, several professors at 91¸ŁŔűÉç served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students,” she said. “As I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy, but also showed me ways to be an advocate for teachers and students. 

“From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at 91¸ŁŔűÉç have equipped me to be an advocate for students and teachers.”

Following graduation, Morton plans to continue her advocacy as an elementary school teacher in Denver Public Schools, while also considering opportunities for leadership roles, further education and international teaching experiences, all driven by her passion for education and equity.

In her words

Please tell us a bit about yourself

  Although I was born in Colorado, I spent most of my life in Georgia. When it was time for college, I wanted to return to Colorado, and when I visited 91¸ŁŔűÉç, I immediately knew it was where I wanted to be. While my goals and dreams have always centered around being an elementary school teacher, it was my undergraduate experience at 91¸ŁŔűÉç that strongly influenced my perspective on education and motivations as a future educator. While here, I was inspired to become a culturally responsive teacher, prioritize equity and passionately advocate for students' learning needs. When I finished my undergraduate degree at CU, I knew I wanted to continue in my education. Due to many impactful professors and things learned, I knew I wanted to stay at 91¸ŁŔűÉç, a place where I could continue to grow as an educator.

What is one of the most significant lessons from your time at 91¸ŁŔűÉç that you’ll carry with you into the next chapter of your life?

  One of the most significant lessons I have taken away from being a student at 91¸ŁŔűÉç, both through my undergraduate and graduate studies, is the importance of being an advocate for my students, myself, and others. My professors and coursework have shed light on the many inequalities embedded in our education system. Yet, they have also shown me the importance of advocacy.  

During challenging times, several professors at 91¸ŁŔűÉç served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students. Their mentorship also highlighted the significance of agency in effecting positive change. Furthermore, as I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy but also showed me ways to be an advocate for teachers and students. From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at 91¸ŁŔűÉç have equipped me to be an advocate for students and teachers. 

What does graduating from 91¸ŁŔűÉç represent for you or your family/community?

  Personally, graduating with my master’s from 91¸ŁŔűÉç represents a commitment to being a lifelong learner and to continuing to work towards being the best teacher for my students’ and school community. 

What is your best piece of advice for incoming students?

  My advice for new students would be to fully embrace the authentic learning experiences offered within the School of Education. Throughout your coursework, you will encounter numerous opportunities to engage in meaningful and authentic learning experiences. Take advantage of these opportunities as they directly contribute to your growth as a future or current educator and can be used to make a real impact in education. 

What are your next steps after graduation?

  Following graduation, I will continue to be an elementary school teacher in the Denver Public School system, where I am a fourth-grade teacher at Colfax Elementary. Looking ahead, I have many different ideas such as moving into a leadership role, pursuing a PhD, and teaching abroad. However, regardless of the path, education will always be my passion and focus. 

Off

Yazmine Lynette Patiño is passionate about supporting first-generation college students as one herself. 

“I’m the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family” she said. “Graduating from 91¸ŁŔűÉç represents sacrifice, growth, and possibilities for myself and for my family.”

Patiño grew up in the San Francisco Bay Area, but she was drawn to 91¸ŁŔűÉç's scenic location and the School of Education’s reputation for her master’s studies.

She has been selected as the 2024 Outstanding Master’s Graduate for Educational Foundations, Policy and Practice for her academic performance and her “diligence, thoughtfulness, and excellence in research” that she demonstrated in her classes as well as during her final capstone project. Patiño’s capstone project involved a thorough interviews exploring the experiences of staff members in pre-collegiate programs designed for first-generation and underrepresented students in higher education and it applied theories of community cultural wealth — centering students assets from their families, culture and experiences — and "acompañamiento” — the idea of learning alongside of students.

Patiño’s graduation is only the beginning. She hopes to continue working for the Colorado Department of Education or support first-generation students on college campuses.

In her words

Please tell us a bit about yourself

  I'm originally from the San Francisco Bay Area in California, and I moved to Colorado almost two years ago to attend 91¸ŁŔűÉç. After graduating with my bachelor's, I knew I wanted to return to school for my master's but wasn't sure what I wanted to study or where. I've always had a love for education and learning and loved the idea of being a part of others' educational journeys. With that in mind, I chose to pursue a master's degree in education. Both the beautiful location and the great things I had heard about the School of Education at 91¸ŁŔűÉç drew me to apply for the master's in educational foundations, policy and practice.

What is one of the most significant lessons from your time at 91¸ŁŔűÉç that you’ll carry with you into the next chapter of your life?

  You, especially as a student, will never have enough hours in the day to read everything there is to read on a particular subject. And that's okay. It takes many, many years to become an expert, so as long as you continue to learn and read about the subjects that interest you, you will be okay. 

What does graduating from 91¸ŁŔűÉç represent for you or your family/community?

  Graduating from 91¸ŁŔűÉç represents sacrifice, growth, and possibilities for myself and for my family. I'm the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family, especially when I decided to move away from home to attend 91¸ŁŔűÉç. Every educational milestone has also represented the possibilities that are out there for my younger siblings, who now have an older sister to help them through whatever educational pathway they choose to follow. 

What is your best piece of advice for incoming students?

  I would advise incoming students to make time in their schedule to meet with their professors and advisors at least once every semester. They have such a wealth of knowledge not only about the subjects they teach, but about academia in general that is worth tapping into. 

What are your next steps after graduation?

  After graduation, I hope to either continue working for the Colorado Department of Education or work on a college campus supporting first-generation students. 

Off